Wallayah Alheyasi EDT 514

Lesson 1

The Three Branches of the United States Government

Lesson Description:The lesson is part of a U.S. history and government unit. These are concepts that should be covered in 6th grade but will also be taught to 7th and 8th graders since they are all newcomers. The concepts, ideas, and information I will be covering are in order to learn, know, and understand the three branches of the United States government. This lesson is part of a 5 lesson unit that is taught in a month and a half to two month time frame with plenty of review sessions incorporated between in each lesson.

Since I teach newcomers and have them between 1 and 3 years, I have been introducing certain units only. Because my students come with little to zero background knowledge, I need to begin with the basics and have to cover so much more material than other classes need to cover in a shorter amount of time. I have only taught parts of this unit and will be teaching this specific lesson again but in a different way to accommodate the different levels of learning I have this year. I have nine 7th graders and 11 eighth graders in one class. One of the students has been recently identified as a cognitively impaired (C.I.) student and comes to me for social studies only. He has been overseas for one year, otherwise was born here and when administration is unsure where to place certain students, the newcomer class is usually where they are placed. The other class consists of fifteen 6th graders. One student here also comes during the social studies session. He is autistic and has his own aide. Although, I have been told that he is only with me a few weeks (that time has passed), I have been adjusting lessons to accommodate him. All of the students are English language learners and have been in the United States for 3 years or less, with the exception of the C.I. student. Depending on how fast they progress, I may be their teacher for 6th, 7th, and 8th grade for both language arts and social studies. Many of the remaining students are learning disabled but unfortunately are not identified because there is a concern that it may be a language barrier and the wait time has to be at least 3 years before testing can be initiated.

I plan on attempting to teach these lessons through a lecture, group work, a research project with partners, and individual work assignments as a supplement to reinforce their learning through technology use.

I have taught this lesson before but did not have the technology that I do at the time. I am able to enhance the learning through the use of the Promethean Board and the new lessons found on www.prometheanplanet.com. I have observed that the students have more fun learning the concepts now that there are more website resources available. I am able to accommodate the higher functioning and lower functioning students much more efficiently.

1. 1st Day: I will try to establish prior knowledge by asking students to write in their journals what they know about the U.S. government and specifically, about the branches of U.S. government without mentioning how many there are or indicating any information.. I will

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ask a few students to share what they wrote out loud. Using the Promethean Board (Smart Board), I will show students first page of flipchart with the title “The 3 Branches of U.S. Government” and the question: Why do you believe

there are three branches of government? Why isn’t there just one branch?

2. Show them what the Constitution document looks like using the following link: http://www.usconstitution.net/gifs/docs/cpage1.jpg (The Constitution. 13 January, 2009).

3. A volunteer flips 2 or 3 pages of flipcharts taking turns with other students while I am teaching lesson. This makes it more interactive and keeps students paying attention as they await their turn. Students anticipate their turn and try to prepare answering questions as we go. I ask the first question of “Why do you believe or think there are 3 branches of government? Why can’t there just be one branch? A student that answers gets to come up next. They tend to get so enthusiastic using the Promethean wand or pen. I will acknowledge their answers but not elaborate any further.

4. Discuss 1st flipchart: a. Legislative branch- Headed by: Congress

Includes: House of Representatives & Senate Job: Makes the laws Other duties: passes laws, impeaches, approves treaties

5. Discuss 2nd flipchart: b. Judicial branch- Headed by: The Supreme Court

Includes: Judges Job: Tells what the Constitution says, Other duties: settles arguments about the law, decides cases

6. Discuss 3rd flipchart: c. Executive branch- Headed by: The President

Includes: House of Representatives & Senate Job: Executes/carries out the federal laws Other duties: directs national defense, performs ceremonial duties, acts as chief law enforcement, vetoes laws, commands the Armed Forces

7. Students work collaboratively to complete 4th interactive flipchart: vocabulary words are listed at bottom and empty boxes are placed in specific order. One box is placed at the top, then 3 below it and then 3 below those boxes. Students are to use the pen to drag the following mixed up vocabulary in the right 7 boxes: legislative, tells the meaning of the laws, carries out the laws, judicial, three branches of government, and executive.

8. Also interactively, students use the Promethean pen to circle the correct answer to 3 short quizzes based on each branch of government. Each student gets the opportunity to interact with the board this way at least 2 times. This chart is used as a center during the week for more practice.

Students are given a copy of the technology-based hand-out, “Scavenger Hunt Questions” consisting

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of about 40 questions based on the 3 branches of government, the heads of each, and their functions. (This will also be their exam.)

9. 2nd Day: I will show the following clips using the Promethean Board with students to supplement learning. I will pause to interpret and discuss with students to make sure there is clear comprehension and answer any questions. I will also allow them time to work on their scavenger hunt.

Understanding the Constitution: The Executive Branch. Discovery Education. 2001. United Streaming. 13 January, 2009 <http://streaming.discoveryeducation.com/>.

Understanding the Constitution: The Judicial Branch. Discovery Education. 2001. United Streaming. 13 January, 2009 http://streaming.discoveryeducation.com/>.

Understanding the Constitution: The Legislative Branch. Discovery Education. 2001.United Streaming. 13 January, 2009 <http://streaming.discoveryeducation.com/>.

10. 3rd Day: I will ask questions based on everything taught previous two days. I will ask questions again about why they think 3 branches of government exist and not just one. I will reinforce concepts. I will make sure they comprehend that the powers were divided and the Framers of the Constitution did not want just one group or person to have sole power.

I will have students take a virtual field trip of the House Chamber at the following website: <http://clerkkids.house.gov/trip/chamber.html>. I will have students complete the “President For a Day” simulation located at the following

website: <http://www.pbs.org/democracy/kids/presforaday/index.html >.

I will have students take a practice online quiz in order for them to monitor their own progress at the following site: http://www.softschools.com/quizzes/social_studies/branches_of_government/quiz344.html.

11. I will allow students to complete scavenger hunt. I will go over the answers with them. I will give the students that have completed their questions the following resources or

supplemental materials to enhance their learning. I will pass out the vocabulary word card sheet and instruct students to cut them out and keep as reference for future use.

Branches of Government. Ben’s Guide to U.S. Government for Kids. 13 January 2009 <http://bensguide.gpo.gov/3-5/government/branches.html>.

The Constitution of the United States of America. Ben’s Guide to U.S. Government for Kids. 13 January 2009 <http://bensguide.gpo.gov/9-12/documents/constitution/index.html>.

The Three Branches of Government. Congress for Kids. The Dirksen Center. 13 January 2009 <http://www.congressforkids.net/Constitution_threebranches.htm>.

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TLC Elementary School: Separation of Powers . Discovery Channel School. 2006. United Streaming. 13 January 2009<http://streaming.discoveryeducation.com/>.

This is Our Government. 100% Educational Videos. 2003. United Streaming. 13 January 2009 <http://streaming.discoveryeducation.com/>.

Learning Objectives: The lesson is delivered to 6th, 7th, and 8th grade newcomers. I attempted delivering a

lesson from their grade levels, unsuccessfully. Only the students I had the previous year or two were comprehending the lesson, and left many baffled. Without the background knowledge, it was a lost cause. In this area, I need more practice and need to simplify the concepts much more. Also, I may need to wait till the second semester to attempt teaching any of these lessons until they acquire more of the language. I decided to go back and teach from the fourth grade curriculum.

I will be addressing the following: o the 3 branches of the U.S. government are the legislative, the judicial, and the

executive branches. o each branch has its own specific powers and different functions. o the Framers of the Constitution were afraid of giving one person or group in

government sole power. o power of the federal government was limited by dividing the power among the 3

branches of government. As a result of this lesson,

o students will be able to differentiate between the 3 branches of U.S. government. o students will identify who heads each branch, who it consists of, and what the job

is of each.o students will be able to explore online resources to complete activities.

Technology Integration:Concepts taught would be difficult to retain or comprehend without the use of technology. Integrating technology using different sites for interactive learning and technology to enhance learning about the three branches of government will make the learning fun. Students truly learn best when they are engaged. They are provided with laptops to complete activities assigned on: http://www.softschools.com/quizzes/social_studies/branches_of_government/quiz344.htmland have access to other technologies in the classroom such as the Promethean Board and pen to go through the lessons and Three Branches of U.S. government quizzes created by www.prometheanplanet.com.

Connection to Standards:o Michigan Social Studies Content Expectations Addressed:

4 – C3.0.3: Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).

4 –C3.0.4: Describe how the powers of the federal government are separated among the branches. (Note: Earlier grade benchmarks are addressed first. Students have zero background knowledge and need to be taught different content

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from elementary standards. Middle school standards are modified significantly to accommodate their levels.)

o Michigan Educational Technology Standards: 6-8.RI.3. use a variety of digital resources to locate information 6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts,

videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

Student Prior Knowledge: The majority of the students are coming from villages with little or no schooling. I am not making any assumptions that they have any prior knowledge. Each student who is new is paired up with a peer teacher whom will guide them through the process. I will give one-on-one support to teach them the necessary technology skills they need to accomplish their tasks. Other skills are taught through their peers. Once one student is taught, he or she teachers another.

Content Knowledge:Understanding the differences between the three branches of U.S. government, who heads each branch, who it consists of, and what roles do each play are necessary objectives to guide the lesson and teach it successfully to the many different learners. Each time the lesson has been taught, it has been tweaked to accommodate all learners.

Pedagogical Knowledge:I plan on utilizing all available resources to support the learning activities. I will align tasks and objectives to learning goals by determining the core concepts and key skills to be learned. I will implement the Ann Beninghoff model (sample is attached at bottom) of “Practical Strategies for Differentiation” and best strategies from Bloom's Taxonomy and learning styles. Grouping the students according to their abilities by using flexible grouping consistently will ensure that all learners are engaged at all times.

Technology Knowledge:I have come to learn that students, regardless of differences in ability, have been learning best through technology and so I have made it a priority to increase my knowledge of technology. I am confident using technology and pass that attitude on to my students. Technology is integrated into my teaching daily. All the technology that is available, the document camera, the Promethean Board with the interactive pen, the projector, the sound system, and the computers, are used religiously. To successfully teach this lesson, I will be using the ActivStudio 3 software by Promethean and Microsoft Word. The students will be exploring the internet to complete their assigned activities.

TPCK Analysis:Using a variety of technology resources ensures that students are learning the content. The more technology used, the more I have observed students interacting and learning. Students learn best when they are engaged. The technology used provides each student with individualized learning comprehending lessons by processing, constructing, or making sense of ideas in order to learn effectively, regardless of abilities.

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Assessment Plan:Students are instructed to create any form of organizer, thinking map, or booklet using any technology program (ex. Word, PowerPoint, Kidspiration) listing and describing the three U.S. branches of government based on their understanding. Also, a test has been created using the same questions they were given to answer. These will both be used to assess their learning.

Note: There are 5 attachments.Reference: Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org (Some resources and ideas were borrowed.)

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Scavenger Hunt Questions

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Name: ______________________________________ Date: ______________

Circle the correct answer for questions 1-24.

1. How many branches of government does the United States have?A) 2B) 4C) 3

2. The United States is a:A) DemocracyB) Democratic, RepublicC) Otocracy

3. Which branch of government makes the laws?A) LegislativeB) ExecutiveC) Judical

4. Which branch of government enforces the laws?A) LegislativeB) ExecutiveC) Judical

5. Which branch of government interprets the laws?A) LegislativeB) ExecutiveC) Judical

6. Who is the head of the Executive Branch?A) Chief JusticeB) PresidentC) Speaker of the House

7. Who is the head of the Supreme Court?A) Chief JusticeB) PresidentC) Speaker of the House

8. Who is the head of the United States Senate?A) Chief JusticeB) Vice PresidentC) Speaker of the House

9. One of the duties of the President is to:A) make the lawsB) declare the laws UnconstitutionalC) sign bills into law

10. How many members are in the House of Representatives?A) 100B) 535C) 435

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11. How many members are in the U.S. Senate?A) 100B) 535C) 435

12. How many members are in Congress?A) 100B) 535C) 435

13. Who is the head of the U.S. House of Representatives?A) SpeakerB) Vice President

14. How many Senators are from each state?A) 4B) 2C) 6

15. Can actions by a President be declared Unconstitutional by the Supreme Court?A) YESB) NO

16. Can laws be declared Unconstitutional by the Supreme Court?A) YESB) NO

17. How many members are in the Supreme court?A) 7B) 6C) 9

18. How long are appointments to the Supreme Court for?A) 6 yearsB) life termsC) 10 years

19. Did Marbury -vs- Madison allowed the Supreme Court the ability to declare actions by the Executive branch and laws passed by Congress to be declared Unconstitutional?A) YESB) NO

20. Who elects the President?A) The PeopleB) The Electoral Vote

21. How many total electoral votes are there?A) 275B) 535C) 435

22. The Constitution established only the:A) Supreme CourtB) District Courts

23. Supreme Court justices are appointed by whom?A) The PresidentB) The Congress.

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24. The person second in command to the President is the____________.25. Franklin Delano Roosevelt was the only President elected to_________ terms.26. The Constitution lists _____ requirements to be President.27. The ____________ identifies the qualifications a person must have to become President.28. The President must be at least _____ years of age.29. A person running for election is called a ____________.30. The President is the ____________ executive officer of the United States.31. The Twenty- second ____________ limits the President to terms.

A presidential candidate must have resided in the United States for ___ years.

Write the answers to questions 34-40 on your paper.

32. How many terms can a President serve? How many years total?

33. What kind of cases does the Supreme Court hear?

34. What is the only way a bill can become a law without the Presidents signature?

35. Name four roles of the President.

36. What is the only way a President can be removed from office?

37. If the President signs a bill what happens to the bill?

38. If the President rejects a bill what happens to the bill?

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Borrowed from: http://www.ba.k12.ok.us/schools/ecm/t/zellers/tests/t4.html

Three Branches of Government Test

Name: _________________________________________ Date: ______________

Circle the correct answer for questions 1-24.

1 How many branches of government does the United States have?A) 2B) 4C) 3

2 The United States is a:A) DemocracyB) Democratic, RepublicC) Otocracy

3 Which branch of government makes the laws?A) LegislativeB) ExecutiveC) Judical

4 Which branch of government enforces the laws?A) LegislativeB) ExecutiveC) Judical

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5 Which branch of government interprets the laws?A) LegislativeB) ExecutiveC) Judical

6 Who is the head of the Executive Branch?A) Chief JusticeB) PresidentC) Speaker of the House

7 Who is the head of the Supreme Court?A) Chief JusticeB) PresidentC) Speaker of the House

8 Who is the head of the United States Senate?A) Chief JusticeB) Vice PresidentC) Speaker of the House

9 One of the duties of the President is to:A) make the lawsB) declare the laws UnconstitutionalC) sign bills into law

10 How many members are in the House of Representatives?A) 100B) 535C) 435

11 How many members are in the U.S. Senate?A) 100B) 535C) 435

12 How many members are in Congress?A) 100B) 535C) 435

13 Who is the head of the U.S. House of Representatives?A) SpeakerB) Vice President

14 How many Senators are from each state?A) 4B) 2C) 6

15 Can actions by a President be declared Unconstitutional by the Supreme Court?

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A) YESB) NO

16 Can laws be declared Unconstitutional by the Supreme Court?A) YESB) NO

17 How many members are in the Supreme court?A) 7B) 6C) 9

18 How long are appointments to the Supreme Court for?A) 6 yearsB) life termsC) 10 years

19 Did Marbury -vs- Madison allowed the Supreme Court the ability to declare actions by the Executive branch and laws passed by Congress to be declared Unconstitutional?A) YES B) NO

20 Who elects the President?A) The People B) The Electoral Vote

21 How many total electoral votes are there?A) 275B) 535C) 435

22 The Constitution established only the:A) Supreme Court B) District Courts

23 Supreme Court justices are appointed by whom?A) The President B) The Congress.

24 The person second in command to the President is the____________.25 Franklin Delano Roosevelt was the only President elected to_________

terms.26 The Constitution lists _____ requirements to be President.27 The ____________ identifies the qualifications a person must have to become

President.28 The President must be at least _____ years of age.29 A person running for election is called a ____________.30 The President is the ____________ executive officer of the United States.31 The Twenty- second ____________ limits the President to terms.

A presidential candidate must have resided in the United States for ___ years.

Write the answers to questions 34-40 on your paper.

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32 How many terms can a President serve? How many years total?

33 What kind of cases does the Supreme Court hear?

34 What is the only way a bill can become a law without the Presidents signature?

35 Name four roles of the President.

36 What is the only way a President can be removed from office?

37 If the President signs a bill what happens to the bill?

38 If the President rejects a bill what happens to the bill?

Borrowed from: http://www.ba.k12.ok.us/schools/ecm/t/zellers/tests/t4.html

Ann Beninghof Model Sample

Lesson Plan for: Language Arts/Social Studies, 6 th , 7 th , & 8 th Graders

Instructional Objective: Students will be able to...

Visual Auditory Kinesthetic Tactile X X X X

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Details of Lesson: 1. Students will ...

High Complexity

Students...

Low Complexity

Students....

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